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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 29 1 Personal narrative as a ‘breeding ground’ for higher-order thinking talk in early parent-child interactions Frausel, Rebecca R.; Richland, Lindsey E.; Levine, Susan C.... In: Dev Psychol (2021) BASE Show details 2 The Origins of Higher-Order Thinking Lie in Children’s Spontaneous Talk Across the Pre-School Years Frausel, Rebecca R.; Silvey, Catriona; Freeman, Cassie... In: Cognition (2020) BASE Show details 3 Language development and brain reorganization in a child born without the left hemisphere Asaridou, Salomi S.; Demir-Lira, Ö. Ece; Goldin-Meadow, Susan... In: Cortex (2020) BASE Show details 4 Parents’ early book reading to children: Relation to children’s later language and literacy outcomes controlling for other parent language input Demir-Lira, Ö. Ece; Applebaum, Lauren R.; Goldin-Meadow, Susan. - 2019 BASE Show details 5 Number gestures predict learning of number words Gibson, Dominic J.; Gunderson, Elizabeth A.; Spaepen, Elizabet. - 2019 BASE Show details 6 Resilience in mathematics after early brain injury: The roles of parental input and early plasticity Glenn, Dana E.; Demir-Lira, Özlem Ece; Gibson, Dominic J.. - 2017 BASE Show details 7 Vocabulary, syntax, and narrative development in typically developing children and children with early unilateral brain injury: Early parental talk about the there-and-then matters Demir, Özlem Ece; Rowe, Meredith L.; Heller, Gabriella. - 2015 BASE Show details 8 New Evidence About Language and Cognitive Development Based on a Longitudinal Study: Hypotheses for Intervention Goldin-Meadow, Susan; Levine, Susan C.; Hedges, Larry V.. - 2014 BASE Show details 9 A tale of two hands: Children's early gesture use in narrative production predicts later narrative structure in speech Demir, Özlem Ece; Levine, Susan C.; Goldin-Meadow, Susan. - 2014 BASE Show details 10 Atypical signed language development: A case study of challenges with visualspatial processing Quinto-Pozos, David; Singleton, Jenny L.; Hauser, Peter C.... In: Cognitive neuropsychology. - Abingdon : Routledge, Taylor & Francis Group 30 (2013) 5, 332-359 OLC Linguistik Show details 11 What counts as effective input for word learning?* SHNEIDMAN, LAURA A.; ARROYO, MICHELLE E.; LEVINE, SUSAN C.... In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 40 (2013) 3, 672-686 OLC Linguistik Show details 12 Narrative Processing in Typically Developing Children and Children with Early Unilateral Brain Injury: Seeing Gesture Matters Demir, Özlem Ece; Fisher, Joan A.; Goldin-Meadow, Susan. - 2013 BASE Show details 13 Gesturing with an Injured Brain: How Gesture Helps Children with Early Brain Injury Learn Linguistic Constructions Goldin-Meadow, Susan; Ozcaliskan, Seyda; Levine, Susan C. In: Psychology Faculty Publications (2013) BASE Show details 14 Gesturing with an injured brain: How gesture helps children with early brain injury learn linguistic constructions Özçalışkan, Şeyda; Levine, Susan C.; Goldin-Meadow, Susan. - 2013 BASE Show details 15 Gesturing with an injured brain: How gesture helps children with early brain injury learn linguistic constructions* ÖZÇALIŞKAN, ŞEYDA; LEVINE, SUSAN C.; GOLDIN-MEADOW, SUSAN... In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 40 (2012) 1, 69-105 OLC Linguistik Show details 16 Oral language skills of Spanish-speaking English language learners: The impact of high-quality native language exposure GÁMEZ, PERLA B.; LEVINE, SUSAN C. In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 34 (2012) 4, 673-696 OLC Linguistik Show details 17 What counts as effective input for word learning?* SHNEIDMAN, LAURA A.; ARROYO, MICHELLE E.; LEVINE, SUSAN C.; GOLDIN-MEADOW, SUSAN. - 2012 Abstract: The talk children hear from their primary caregivers predicts the size of their vocabularies. But children who spend time with multiple individuals also hear talk that others direct to them, as well as talk not directed to them at all. We investigated the effect of linguistic input on vocabulary acquisition in children who routinely spent time with one vs. multiple individuals. For all children, the number of words primary caregivers directed to them at age 2;6 predicted vocabulary size at age 3;6. For children who spent time with multiple individuals, child-directed words from all household members also predicted later vocabulary and accounted for more variance in vocabulary than words from primary caregivers alone. Interestingly, overheard words added no predictive value to the model. These findings suggest that speech directed to children is important for early word learning, even in households where a sizable proportion of input comes from overheard speech. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pubmed/22575125 https://doi.org/10.1017/S0305000912000141 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3445663 BASE Hide details 18 Children’s spatial thinking: Does talk about the spatial world matter? Pruden, Shannon M.; Levine, Susan C.; Huttenlocher, Janellen. - 2011 BASE Show details 19 Learning what children know about space from looking at their hands: The added value of gesture in spatial communication Sauter, Megan; Uttal, David H.; Alman, Amanda Schaal. - 2011 BASE Show details 20 Some types of parent number talk count more than others: Relations between parents’ input and children’s cardinal-number knowledge Gunderson, Elizabeth A.; Levine, Susan C.. - 2011 BASE Show details Page: 1 2

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